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Johnston 2001 Faculty

 

Johnston University 2001 Faculty Survey Section 2

The Use of Computers in Teaching

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Teaching Style Inventory
Johnston 2001
 strongly disagree disagree neither agree or disagree agree strongly agree Total
Facts, concepts and principles are the most important things that a student should acquire Count
1
10
17
22
11
61
%
1.6%
16.4%
27.9%
36.1%
18.0%
100.0%
What I say and do models appropriate ways for students to think about issues in the content Count
1
7
9
31
12
60
%
1.7%
11.7%
15.0%
51.7%
20.0%
100.0%
Students typically work on course projects alone with little supervision from me Count
8
20
12
18
3
61
%
13.1%
32.8%
19.7%
29.5%
4.9%
100.0%
I give students negative feedback when their performance is unsatisfactory Count
8
8
10
31
4
61
%
13.1%
13.1%
16.4%
50.8%
6.6%
100.0%
I spend time consulting with students on how to improve their work on individual and/or group projects Count
2
1
1
39
18
61
%
3.3%
1.6%
1.6%
63.9%
29.5%
100.0%
What I have to say about a topic is important for students to acquire a broader perspective on the issues in that area Count
0
2
12
33
13
60
%
.0%
3.3%
20.0%
55.0%
21.7%
100.0%
I typically show students how and what to do in order to master course content Count
0
8
13
34
6
61
%
.0%
13.1%
21.3%
55.7%
9.8%
100.0%
Students design one of more self-directed learning experiences Count
3
9
16
22
8
58
%
5.2%
15.5%
27.6%
37.9%
13.8%
100.0%
It is my responsibility to define what students must learn and how they should learn it Count
4
15
17
24
1
61
%
6.6%
24.6%
27.9%
39.3%
1.6%
100.0%
I guide students' work on course projects by asking questions, exploring options, and suggesting alternative ways to do things Count
1
1
4
38
16
60
%
1.7%
1.7%
6.7%
63.3%
26.7%
100.0%
Lecturing is a significant part of how I teach each of the class sessions Count
8
9
7
25
12
61
%
13.1%
14.8%
11.5%
41.0%
19.7%
100.0%
I often show students how they can use various principles and concepts Count
0
1
6
41
13
61
%
.0%
1.6%
9.8%
67.2%
21.3%
100.0%
Students take responsibility for teaching part of the class sessions Count
6
11
11
28
4
60
%
10.0%
18.3%
18.3%
46.7%
6.7%
100.0%
This course has very specific goals and objectives that I want to accomplish Count
0
1
9
34
16
60
%
.0%
1.7%
15.0%
56.7%
26.7%
100.0%
I solicit student advice about how and what to teach in my courses Count
2
12
10
26
10
60
%
3.3%
20.0%
16.7%
43.3%
16.7%
100.0%
Students might describe me as a "storehouse of knowledge" who dispenses the facts, principles, and concepts they need Count
3
10
27
20
1
61
%
4.9%
16.4%
44.3%
32.8%
1.6%
100.0%
Eventually, many students begin to think like me about course content Count
4
11
33
12
0
60
%
6.7%
18.3%
55.0%
20.0%
.0%
100.0%
My approach to teaching is similar to a manager of a work group who delegates tasks and responsibilities to subordinates Count
9
24
19
9
0
61
%
14.8%
39.3%
31.1%
14.8%
.0%
100.0%
My standards and expectations help students develop the discipline they need to learn Count
1
2
16
38
4
61
%
1.6%
3.3%
26.2%
62.3%
6.6%
100.0%
I give students a lot of personal support and encouragement to do well in this course Count
0
0
2
34
25
61
%
.0%
.0%
3.3%
55.7%
41.0%
100.0%
Answer to question : Please indicate the extent to which you agree or disagree with the following statements as they apply to your typical course. [Survey/Codebook]
[Table of Contents]
Reasons for Using Computers in Teaching
Johnston 2001
 not important somewhat important important very important Total
Computer use is mandated by my institution Count
29
15
11
4
59
%
49.2%
25.4%
18.6%
6.8%
100.0%
Computer applications are used in my discpline Count
13
12
21
13
59
%
22.0%
20.3%
35.6%
22.0%
100.0%
Students need to learn more computer techniques Count
9
13
13
25
60
%
15.0%
21.7%
21.7%
41.7%
100.0%
To transfer my knowledge of computers to teaching Count
33
11
10
4
58
%
56.9%
19.0%
17.2%
6.9%
100.0%
I thought it would be interesting Count
17
19
17
6
59
%
28.8%
32.2%
28.8%
10.2%
100.0%
It has become expected in my discipline Count
21
14
15
10
60
%
35.0%
23.3%
25.0%
16.7%
100.0%
Thought it was necessary to improve my teaching Count
20
15
13
11
59
%
33.9%
25.4%
22.0%
18.6%
100.0%
To deal with large class sizes Count
35
12
7
5
59
%
59.3%
20.3%
11.9%
8.5%
100.0%
Because of initiative of some colleagues Count
32
20
5
2
59
%
54.2%
33.9%
8.5%
3.4%
100.0%
My institution provided incentives Count
32
15
9
3
59
%
54.2%
25.4%
15.3%
5.1%
100.0%
To more effectively communicate with my students Count
11
11
23
14
59
%
18.6%
18.6%
39.0%
23.7%
100.0%
To build informal links between students Count
21
18
15
5
59
%
35.6%
30.5%
25.4%
8.5%
100.0%
To help students work in groups Count
32
14
8
5
59
%
54.2%
23.7%
13.6%
8.5%
100.0%
To get students to write more Count
32
13
6
8
59
%
54.2%
22.0%
10.2%
13.6%
100.0%
To cover more material Count
36
11
9
3
59
%
61.0%
18.6%
15.3%
5.1%
100.0%
To cover remedial material Count
38
13
7
1
59
%
64.4%
22.0%
11.9%
1.7%
100.0%
To ease student access to course material Count
16
10
19
15
60
%
26.7%
16.7%
31.7%
25.0%
100.0%
Computer use is so common generally Count
10
15
21
13
59
%
16.9%
25.4%
35.6%
22.0%
100.0%
To compensate for lack of teaching assistance Count
40
12
6
1
59
%
67.8%
20.3%
10.2%
1.7%
100.0%
Answer to question 23: Please rate the importance of the following reasons for the use of computers in your teaching. [Survey/Codebook]
[Table of Contents]
Frequency of Use of Selected Computer Applications in Teaching
Johnston 2001
 never rarely at least monthly at least weekly daily a few times a day Total
Computer projection with presentation packages (electronic slide shows) Count
13
12
11
10
8
6
60
%
21.7%
20.0%
18.3%
16.7%
13.3%
10.0%
100.0%
Computer projection for software demonstration Count
28
13
9
7
1
1
59
%
47.5%
22.0%
15.3%
11.9%
1.7%
1.7%
100.0%
Question/answer drill periods Count
39
15
4
1
0
0
59
%
66.1%
25.4%
6.8%
1.7%
.0%
.0%
100.0%
Simulation/demonstration programs Count
27
15
10
6
1
0
59
%
45.8%
25.4%
16.9%
10.2%
1.7%
.0%
100.0%
Computer readable paper answer sheets Count
39
10
7
2
1
0
59
%
66.1%
16.9%
11.9%
3.4%
1.7%
.0%
100.0%
Preparation of paper tests with a testing package Count
33
19
7
0
0
1
60
%
55.0%
31.7%
11.7%
.0%
.0%
1.7%
100.0%
Computer administered tests Count
47
8
5
0
0
0
60
%
78.3%
13.3%
8.3%
.0%
.0%
.0%
100.0%
E-mail with students as a formal part of a course Count
16
13
10
9
6
3
57
%
28.1%
22.8%
17.5%
15.8%
10.5%
5.3%
100.0%
Multi-media authoring of course materials Count
42
10
4
1
1
1
59
%
71.2%
16.9%
6.8%
1.7%
1.7%
1.7%
100.0%
Communication with students using a group messaging system (Newsgroups, listservs, FirstClass, etc., ) Count
25
15
8
11
1
0
60
%
41.7%
25.0%
13.3%
18.3%
1.7%
.0%
100.0%
Tests administered with computers Count
49
9
0
0
0
1
59
%
83.1%
15.3%
.0%
.0%
.0%
1.7%
100.0%
Web page creation Count
27
15
6
9
2
1
60
%
45.0%
25.0%
10.0%
15.0%
3.3%
1.7%
100.0%
Use of course management and delivery system(Web CT, Blackboard, etc., ) Count
48
7
2
1
0
2
60
%
80.0%
11.7%
3.3%
1.7%
.0%
3.3%
100.0%
Answer to question 24: To what extent do you use the following computer applications in your teaching? [Survey/Codebook]
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Copyright 2001 Brian L. Campbell
Page last modified: December 19, 2001